Beyond Problem Solving Designing Concept-Building Worked Examples for Chemistry Education

Abstract

Science teaching in schools attends to two major varieties of knowledge: procedural and conceptual. While studies on how to support procedural learning in science have abounded over the past two decades, the situation regarding conceptual learning has been markedly calmer. Yet, as conceptual learning is a necessary requisite for any learning, viable methods to support students in their learning are needed. The present article reviews two approaches to conceptual learning from texts—expository and refutation—to identify potential. It merges these findings with research on learning with worked examples to suggest the design of an innovative format of learning materials: concept-building worked examples. A set of these is designed relying on the Cognitive Theory of Multimedia Learning, while capitalizing on suggestions from research on learning with texts. These concept-building worked examples allow students to develop scientific concepts at their own pace—something hardly accomplished by traditional textbooks. The materials are meant to be used for self-study. They have been published online free of charge. Overall, 34 concept-building examples help students in lower secondary education (ISCED-level 2) learn nine chemical concepts. These concepts are developed stepwise in narrative texts between characters that students can identify with. The worked examples introduce expert and lay characters, where the latter serve as stand-ins for students sharing the character’s preconcepts and allow for an explicit take-up of these. Self-explanation prompts and concept-related tasks ensure active processing of the worked examples’ content. Illustrative examples are provided to renew discourse on concept-learning in chemical education.